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Recordar é saber: Formatos verbais e não-verbais e memorização
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Abstract(s)
O presente estudo investiga a influência da forma de apresentação dum acontecimento sobre processos de memorização e recordação.
O acontecimento escolhido, “fazer bolo de bolacha”, foi apresentado através de imagens, a crianças entre os 7 e 8 anos de idade sob três condições experimentais: sem verbalização, com verbalização em formato script e narrativa.
As hipóteses colocadas supõem o benefício das situações verbais, em particular do formato script. Analisou-se a recordação livre das crianças em dois momentos: recordação imediata e recordação diferida. Nas recordações avaliou-se a quantidade de informação recordada, correcta, incorrecta e plausível, e a organização dessa informação, as sequências.
Os resultados mostram que os grupos verbais apresentam resultados significativamente superiores na quantidade e organização da informação recordada, mas apenas na recordação imediata, não se verificando qualquer diferença significativa entre Verbal Vs Não-verbal, na recordação diferida, ou entre verbal script Vs verbal narrativo, para qualquer momento de recordação. No que respeita à perda de informação, encontrou-se maior perda de unidades de informação e organização dentro dos grupos verbais.
Os resultados apontam para a importância da linguagem em processos cognitivos de memorização e recordação imediata. Em relação aos formatos de apresentação e discurso, os dados questionam a eficácia da verbalização na memorização de determinados conteúdos, a relação entre formatos de verbalização com imagens/ não verbalização com imagens, e a natureza das tarefas (mais declarativa ou procedimental), assim como o tipo de memória (genérica ou episódica) associada aos formatos discursivos. Discutimos também a distinção entre narrativas de scripts, dada ambiguidade encontrada entre o formato narrativo e o conteúdo do acontecimento a recordar.
ABSTRACT: The present study investigates the influence of the way of presenting an event in memorisation and remembering processes. The event that has been chosen, “how to make a biscuit cake”, was presented through images, to children, between 7 and 8 years old, in three different experimental conditions: non-verbal; verbal script; verbal narrative. The different hypotheses put forward suppose a benefice of the verbal situations, in particular of the verbal script situation. The free remembering process was analysed in two different moments: immediate remembering and differed remembering. In the remembering process, the quantity of information remembered has been evaluated: true, false and plausible, and the organisation of the information, sequences. The results demonstrate that the verbal groups had significant superior scores in the quantity and in the organisation of the remembered information, but only for the immediate remembering. There were no significant differences in the comparison of verbal groups versus non-verbal group, for the differed remembering, and in the script verbal group versus the narrative verbal group, for immediate or differed remembering. In what concerns the loss of information, it was found that in the verbal groups there was a higher loss of unities of information and its organisation. The results point out for the importance of the language in remembering and memorisation cognitive processes. In what concerns the speech and presentation of formats, the results question the efficiency of verbalisation in memorisation of certain contents, the relation between verbal formats with images /non-verbal formats with images, the nature of tasks (more declarative or procedimental), as well as the type of memory (generic or episodic) associated to speech formats. We also discussed the distinction between narrative and scripts given out the ambiguity found between the narrative format and the content of the event to be remembered.
ABSTRACT: The present study investigates the influence of the way of presenting an event in memorisation and remembering processes. The event that has been chosen, “how to make a biscuit cake”, was presented through images, to children, between 7 and 8 years old, in three different experimental conditions: non-verbal; verbal script; verbal narrative. The different hypotheses put forward suppose a benefice of the verbal situations, in particular of the verbal script situation. The free remembering process was analysed in two different moments: immediate remembering and differed remembering. In the remembering process, the quantity of information remembered has been evaluated: true, false and plausible, and the organisation of the information, sequences. The results demonstrate that the verbal groups had significant superior scores in the quantity and in the organisation of the remembered information, but only for the immediate remembering. There were no significant differences in the comparison of verbal groups versus non-verbal group, for the differed remembering, and in the script verbal group versus the narrative verbal group, for immediate or differed remembering. In what concerns the loss of information, it was found that in the verbal groups there was a higher loss of unities of information and its organisation. The results point out for the importance of the language in remembering and memorisation cognitive processes. In what concerns the speech and presentation of formats, the results question the efficiency of verbalisation in memorisation of certain contents, the relation between verbal formats with images /non-verbal formats with images, the nature of tasks (more declarative or procedimental), as well as the type of memory (generic or episodic) associated to speech formats. We also discussed the distinction between narrative and scripts given out the ambiguity found between the narrative format and the content of the event to be remembered.
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Keywords
Memória Script Narrativa Imagem Memory Narrative Image